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His Most Famous Painting (The Sunblind) – Juan Gris

Posted by Admin | Posted in Escuelas | Posted on 13-03-2014

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Juan Gris, originally Jose Victoriano Gonzalez-Perez (March 23, 1887 – May 11, 1927), was a Spanish sculptor and painter, who operated from France for the most of his life. Gris was a student of Mechanical Drawing (1902-1904) at the Escuela de Artes y Manufacturas, Madrid. During this period, he drew humorous illustrations for local journals. During 1904-1905, he learnt painting from José Maria Carbonero, an ‘Academic’ artist. While he continued to paint for local periodicals, it was only in 1910 that he started taking his painting seriously, and had developed his own unique style of ‘Synthetic Cubism’ by 1912. Two of his works in this period include ‘Guitar and Flowers’ (1912) and the ‘Portrait of Picasso’ (1912), while “The Sunblind” marked 1914.

Though Gris was associated with Pablo Picasso and the other artists following ‘Cubism,’ his creations were however, distinct from the other Cubist artists. Strict geometric patterns characterized most of Juan’s works. He also used paper collage in his works, as evident in his “The Sunblind.” Exacting and explicit are the words that can come close to describing Gris’ artworks. In contrast to Picasso’s and Braque’s ‘Cubist’ works, which were monochromatic, the use of vivid colors, done in a harmonious tone, characterized Gris’ style. One of his most famous works is “The Sunblind” (1914), a ‘Synthetic Cubist’ gouache, collage, chalk, and charcoal on canvas work, measuring 92.1 cm x 72.7 cm. Juan Gris used crayons generously to create this piece of art.

The beginning of ‘Synthetic Cubism’ is marked by the usage of collage or ‘papier colle,’ along with other materials, on a multicolored surface. In this style of creative art, the canvas surface is treated as opaque, which is accentuated by other materials applied to make the imagery stand out from the surface.

“The Sunblind” is a beautiful piece of art depicting light slipping through a venetian blind. The creation also shows the shadow of a wine glass being cast on the table lying nearby. This beautiful collage depicts painted blinds along with a real newspaper. The newspaper named Le Socialiste des Pyrénées-Orientales was a local newspaper from Collioure, a place where Gris stayed in 1914. The depiction of the newspaper may possibly be reflective of his political preferences.

Juan Gris created only one sculpture in his life, which was a painted plaster named ‘Harlequin,’ in 1917. During 1917 to 1920, Gris played with objects and shadows in his work and used complex textures and bright colors in his paintings, which included ‘the Fruit Bowl on Checkered Cloth’ (1917). His works therefore became more and more complicated. His paintings showed that Juan was more interested in maintaining ‘Realism’ in his ‘Cubist’ art works, more than both, Picasso and Braque did. The Spanish painter died in 1927, in Boulogne-sur-Seine (Paris), when he was just forty years of age, but not before creating a niche for himself in the ‘Cubist’ genre and creating a masterpiece like “The Sunblind.” “The Sunblind” is presently displayed at Tate Gallery, London.

Annette Labedzki received her BFA at the Emily Carr College of Art and Design in Vancouver, B.C. Canada. She has more than 25 years experience. She is the founder and developer of an online art gallery featuring original art from all over the world. It is a great site for art collectors to buy original art. Is is also a venue for artists to display and sell their art . Artists can join for free and their image upload is unlimited. Please visit the website at http://www.Labedzki-Art.com

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chickdowntown.com Announces The Mother of All Cyber Monday Sales

Posted by Admin | Posted in Becas | Posted on 01-03-2014

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Pittsburgh, PA (PRWEB) November 28, 2008

The savings continue to grow this holiday shopping season at http://www.chickdowntown.com. Shoppers will receive 45% OFF regularly priced merchandise, and an ADDITIONAL 30% OFF all sale items. This an excellent time to get all of your holiday shopping finished early. New arrivals and more sale merchandise have just been added! If you only shop once a year, the Mother of all Cyber Monday Sales at chickdowntown.com is a must. The Cyber Monday Sale starts at Monday morning at 12:01 a.m. EST and runs through Tuesday morning at 8 a.m. EST.

USE CODE: CYBER

Please visit http://www.chickdowntown.com for complete details, as some designers are excluded from this sale.

http://www.chickdowntown.com carries over 200 lines of current season women’s contemporary clothing, accessories, shoes, handbags, and jewelry from cutting-edge designers worldwide. Name brands include Alice Olivia, Citizens of Humanity, 7 for all Mankind, AKA New York, and MCQ Alexander McQueen to name a few. Shoes by designers such as Kors, L.A.M.B., and Jill Stuart also set the pace at this online luxury emporium. For a full listing of designers and to view the collections, visit http://www.chickdowntown.com, where the latest arrivals are showcased in the web-site’s LOOKBOOK, Holiday Gift Guide, and Party Dress Book.

Attention to detail and a strong commitment to superior customer service also set chickdowntown.com apart from other online retailers. All purchases arrive individually wrapped in chickdowntown.com’s signature tissue and are presented in a gift box. A black satin ribbon is the finishing touch. There is free ground shipping in the continental US.

About http://www.chickdowntown.com

http://www.chickdowntown.com is an online boutique featuring the latest fashions in women’s contemporary clothing. The site carries over 200 lines of clothing, accessories, shoes, handbags, and jewelry from designers worldwide, and is one of the Internet’s most popular fashion destinations. A subscription-based newsletter is available for those who are interested in updates regarding new arrivals and other chickdowntown.com special events. “45% OFF Regularly priced merchandise and an Additional 30% OFF all Sale items.”

Designers Included

1

12TH STREET BY CYNTHIA VINCENT

2

291

3

388 CALIFORNIA CASHMERE

7

7 FOR ALL MANKIND

7 FOR ALL MANKIND KID

A

ABAETE

ADAM

AKA NEW YORK

ALEXIS BITTAR

ALI RO

ALICE OLIVIA

ALICE OLIVIA KID

AMERICAN VINTAGE

AMRITA SINGH

ANLO

ANNA SUI

ANNE LEMAN

B

BAJRA

BCBGMAXAZRIA

BENSONI

BETSEY JOHNSON

BIBA

BLACK HALO

C

C&C CALIFORNIA

CACHAREL KID

CALYPSO

CALYPSO KID

CAMILLA AND MARC

CAMILLA SKOVGAARD

CASTLE STARR

CATHERINE HOLSTEIN

CC SKYE

CHAIKEN

CHAN LUU

CHARLOTTE RONSON

CITIZENS OF HUMANITY

CITRINE BY THE STONES

COREY LYNN CALTER

CRISPIN & BASILIO

CRISTI CONAWAY

CURRENT/ELLIOTT

D

DAFTBIRD

DEGAINE

DEVELOPMENT

DIANE VON FURSTENBERG

DL1961

DOGEARED

E

ELIJAH

ELIZABETH AND JAMES

ERICKSON BEAMON

ERNEST SEWN

F

FLUET

FOLEY CORINNA

FREMONT

G

GENETIC DENIM

GIUSEPPE ZANOTTI

GOLD HAWK

GOLDSIGN

GRAYDN

GRYPHON

GUSTTO

H

HABITUAL

HANII Y

HANKY PANKY

HAUTE HIPPIE

H

HELMUT LANG

HUDSON

HUNTER BOOTS

I

INGWA MELERO

INHABIT

IODICE

ISSA

J

J BRAND

JACK RABBIT

JACQUELINE JARROT

JAMES JEANS

JAY GODFREY

JILL STUART

JOCELYN

JOE’S JEANS

JUICY COUTURE

JUICY COUTURE SHOES

JULIE BROWN

JULIE HAUS

K

KAREN ZAMBOS

KARTA

KING BABY

KITSON

KOOBA

KORS

KOTUR

KOVA & T

KRITIK

L

L.A.M.B.

LAROK

LAUREN CONRAD

LAUREN MOFFATT

LAUREN MOSHI

LEE ANGEL

LIA KES

LILY MCNEAL

LINEA PELLE

LNA

LOEFFLER RANDALL

LONDON FOG

LORICK

LOVE QUOTES

LUC KIEFFER

M

M MISSONI

M60 MISS SIXTY

MADISON MARCUS

MARA HOFFMAN

MARC BY MARC JACOBS

MATT AND NAT

MAWI

MCQ ALEXANDER MCQUEEN

MEMBERS ONLY

MICHAEL BY MICHAEL KORS

MIKE & CHRIS

MILLY

MINT JODI ARNOLD

MISCHA LAMPERT

MISS SIXTY

MODERN VINTAGE

MURPHY

MY BAG CARES

N

NANETTE LEPORE

NATION LTD

NELLIE PARTOW

NFY

NILI LOTAN

N

NORMA KAMALI

NOTIFY

NS FRIEDMAN DESIGN

O

ORICIANI

P

PAIGE PREMIUM

PAPER DENIM & CLOTH

PAUL & JOE

PAUL & JOE SISTER

PEDRO GARCIA

PLASTIC ISLAND

PLENTY BY TRACY REESE

PRATT’S

PRIMP

R

R.J. GRAZIANO

RACHEL LEIGH

RACHEL PALLY

RAFE

RAG & BONE

REBECCA MINKOFF

REBECCA TAYLOR

RICH & SKINNY

RILLER & FOUNT

ROBERT RODRIGUEZ

RODNIK

RORY BECA

ROYALTON

S

SASS & BIDE

SCHARKE

SEE BY CHLOM

SHEILA FAJL

SHOSHANNA

SOGOLI

SOPHIA EUGENE

SPANX

SPLENDID

SUNNER

SUPERFINE

SUSAN FARBER

SUSAN HANOVER

SUSANA MONACO

SWEETEES

T

T BAGS

TARINA TARANTINO

THE UNKNOWN FACTORY

THEORY

THREAD SOCIAL

TIBI

TOMS

TORN BY RONNY KOBO

TRACY REESE

TRACY ZYCH

TRINA TURK

V

VELVET

VICTOR OSBORNE

VINCE

VOOM

W

WHAT COMES AROUND GOES AROUND

WHITLEY KROS

WILLA M. FOR JULEZ BRYANT

Y

YAYA AFLALO

YOANA BARASCHI

###







Create a Readable E-Learning Voice in Your Learning Management System Course

Posted by Admin | Posted in Pedagogía | Posted on 25-02-2014

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When creating e-learning content, you have a lot of choices to make. You’ll make decisions about everything from navigation to graphics, visual and audio media, to a writing style. In gathering your content and preparing it for uploading to a learning management system, pay special attention to that last aspect–the writing style. Many people forego this consideration and their courseware is ineffective because of it. A solid or weak writing voice can make or break an online course.

A powerful e-learning course is based on the author’s own expertise and personal experience. And because of the infinite number of courseware subjects that exist, and the different kinds of learning and pedagogical styles, it makes sense that writing style should vary depending on the context.

Unfortunately, the trend in e-learning writing has traditionally leaned towards “voiceless writing.” The idea is to provide students with formal, blank-faced content, and that an author’s “voice” should be found nowhere in the text. A completely impersonalized tone has been typically preferred.

But more and more people in the education community are finding that a strong voice in content isn’t necessarily a bad thing–especially in e-learning material. The simple fact is that learners respond better to a voice with a personality, rather than a bland impersonal tone.

Sometimes, a bland, impersonal tone is necessary, and cannot be avoided. That’s fine. But too often, course creators fall into the trap of intentionally creating difficult-to-read learning content so that learners will have greater respect for the course. This is simply a bad practice.

In reassessing the tone and language of an online course, be sure to revise well.

Put your online course through what writers call “deep revision.” Courseware developers must look over the course and make sure nothing looks clunky, out of place, bland, or extraneous. Every extraneous part should be taken out. Don’t be afraid to make big cuts and revisions, and throw out whole sections if they seem unnecessary. Especially in reference to training programs, e-learning courses should be to-the-point, engaging, and one hundred percent relevant to what trainees will need to know, such as new skills, new company policies, etc.

In addition, take advantage of all the format and style options available in a course creation toolkit. Choose a syndicator or LMS that allows you to choose your own colors and gives you power over the layout.

Additionally, your online course material should be compatible with the course type. In other words, if whiteboard work, slides, diagrams, and other visuals would be important in a classroom version of the course, LMS materials should include an equal number of graphic images. According to a study by the University of British Columbia, which rated 127 online courses according to 43 criteria, how an LMS course looks can be just as important as the quality of the lessons themselves.

Online courses should be as visually pleasurable as possible. Visual appeal coupled with a clear, brief, and personalized tone, following a formal and consistent structure, is the winning solution to successful e-learning content development.

Public schools can now use Coggno’s learning management system for free. Create your free account now, visit Coggno at http://www.coggno.com/lms Call or visit:

Rita

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¿Conocen de algún diplomado o master de marketing que uno tenga acceso por Internet de forma gratuita?

Posted by Admin | Posted in Diplomados | Posted on 24-02-2014

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Question by Mirella A.: ¿Conocen de algún diplomado o master de marketing que uno tenga acceso por Internet de forma gratuita?
Alguien conoce o ha llevado un diplomado de master de marketing por internet pero que sea gratuito y en español. He visto por la web que uno puede llever un master o diplomado, pero tienen un costo, y creo que es en euros. Quisera saber si uno puede acceser a uno, pero que sea gratuito. Y saben, me pueden colocar el enlace o dar información. Otorgo puntaje

Best answer:

Answer by LOSD54654698
diplomados y master a distancia con clases online hay muchos pero gratuitos creo que no hay ninguno por los altos costos tecnologicos que representa tener un programa de este tipo aunque si hubiera voluntad por parte de una universidad para hacelo si seria posible solo miremos las numerosas paginas de video online que no aportan nada a la educacion y se mantenen con publicidad la verdad es queno hay voluntad de nadie en el mundo para hacer algo asi por que es muy buen negocio seguir cobrando matriculas de miles de euros y ponen los inteeses economicos sobre el verdadero fin de una universidad que es impartir el conocimiento universal

What do you think? Answer below!

Luz verde – Al bajar de un autobús – Educación vial para niños, dibujos animados educativos

Posted by Admin | Posted in Educación Infantil | Posted on 04-02-2014

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Luz Verde es una serie de dibujos animados educativos para explicar las normas de tráfico y que es la seguridad vial para los niños. Nuestros amigos están muy contentos porque van a ir en viaje en el autobús escolar. Vamos a ver todas las cosas importantes que debemos tener en cuenta a la hora de que bajar de un bus, de manera que lo que les sucedió, no nos suceda a nosotros… Puedes ver todos los episodios de la serie en www.motionkids-tv.com, una web para niños con vídeos de dibujos, actividades y descargables para los niños, dibujos para colorear, manualidades, juegos..y mucho más! Dibujos de educación vial, vídeos educativos online para ayudar a los niños a aprender la seguridad cuando van por la calle, en el coche, en el autobús escolar.. Se explica de una manera divertida y con ejemplos sencillos de comprender para los niños, la importancia del cinturón de seguridad, de prestar atención a las señales viales oa lo agentes de tráfico. Formato 26×5′ – 3D HDTV Target: 5 a 8 años. © Motion Pictures, SA www.motionpic.com Serie de dibujos animados para ver online y en la televisión Vísita el canal www.youtube.com Suscríbete al canal: www.youtube.com Ver otros dibujos animados: www.youtube.com

Periodismo Digital – Foro 2004 / Digital Journalism Forum

Posted by Admin | Posted in Diplomados | Posted on 30-01-2014

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Estepona, Málaga, España. (PRWEB) November 18, 2004

Foro de Periodismo Digital / Digital Journalism Forum

Periodistas Digitales analizarán el presente y

el futuro del Periodismo para Internet

1 y 2 de Diciembre de 2004 Estepona, Málaga, España.

http://www.periodistasdigitales.tk


http://www.agenciacomunicacion.com/periodismodigital

OBJETIVOS Y PONENTES

OBJETIVOS:

El Ayuntamiento de Estepona a través de su programa “Estepona, Ciudad del Periodismo”, quiere dar a conocer, debatir y reflexionar acerca del presente y el futuro del Periodismo Digital, a través de sus protagonistas.

Periodistas digitales de reconocido prestigio, narrarán sus experiencias y expondrán sus opiniones acerca del presente y el futuro del Periodismo para Internet.

Periodistas, Periodismo y Medios de Comunicación Digitales a análisis en el Foro de Periodismo Digital de Estepona.

PONENTES:


Mario Tascón:

Director general de contenidos de Prisacom y, desde el 2002, responsable de la versión digital del diario El País. En 1994 puso en marcha la edición digital del diario El Mundo, y en 1996, se hizo cargo de la totalidad de las publicaciones electrónicas del periódico y fundó la primera redacción digital en España. Ha conseguido los máximos galardones en los premios de la Society of News Design (SND), incluyendo varias medallas de oro, menciones especiales del jurado y un Best of Show.

—> PONENCIA: “Formatos de visualización de noticias en Internet”.

Alberto Cairo:

Jefe de la sección de Infografía de “El Mundo.es”. Estudió Periodismo en la Facultad de Santiago de Compostela. En 1998 se incorpora a La Voz de Galicia, en Febrero de 1999, a Diario 16. Colaboró con la agencia DPI-Comunicación. Desde abril de 2001 en

elmundo.es. Galardonado con numerosos premios internacionales. http://www.albertocairo.com


—> PONENCIA: “Infografía online: éxitos y fracasos”.

Alfred Lammie:

Graduado en la carrera de Ingeniería en Sistemas Computacionales de la Universidad Tecnológica de Panamá en Julio 2004. Infografista e ilustrador para los diarios Crítica y Panamá América desde el 2002. Creativo y Webmaster de los siguientes webs: Mundofred.com: entretenimiento en animaciones de humor flash;

Elgeneral.tv: web del artista musical “El General”; Anayka.net: web de la artista musical “Anayka”; Toyotarp.com: sección flash de campañas publicitarias.

Creador y productor de campaña social y personaje animado “Forrito el condón” para Internet y Televisión. http://www.mundofred.com


—> PONENCIA: “El papel de la animación en la comunicación digital”.

Javier Castañeda:

Periodista. Licenciado en Derecho y Periodismo. Diplomado en Estudios Avanzados en Sociedad de la Información y postgrado en Ciencia, Tecnología y Sociedad y en Humanidades Contemporáneas. Aterriza en la Red en 1996 y desde entonces ha trabajado en Internet -como periodista especializado en la SI- en distintos medios como Grupo Prensa Ibérica (La Provincia), Telemadrid, Grupo Correo y Grupo Netjuice (Baquía.com). Es el responsable de Internet de Casa Asia. http://www.casaasia.es


—> PONENCIA: “Periodismo de Fuente Abierta: el impacto de Internet en el Periodismo clásico”.

Paco Olivares:

Periodista experto en Periodismo Digital, Internet y Nuevas Tecnologías. Doctor en Periodismo Electrónico por la Universidad de Sevilla. Profesor Instituto Universitario de Postgrado. IUP. Director del Máster en Periodismo Digital (Escuela de Periodismo UAM/EL PAÍS, Santillana Formación). Responsable del desarrollo de Imagen Corporativa en Radio y Televisión de Andalucía – Canal Sur.

—> PONENCIA: “Elementos que afectan a la expansión del Periodismo Digital”.

Ismael Nafría:

Periodista especializado en Internet, Nuevas Tecnologías y Comunicación.

Autor de la columna semanal “La Crónica” de La Vanguardia Digital, de la que fue redactor jefe durante dos años. Actualmente es consultor de Innovation International Media Consulting Group y colabora en Lavinia TC, Catalunya Ràdio y Radio Barcelona.

En Miami (EEUU), fue redactor jefe de Baquía.com. También ha trabajado en prensa, radio (Radio Barcelona) y agencias (Europa Press).

Ha sido becario de la Fundación Fulbright (Salzburg Seminar).

Página personal: http://www.ismaelnafria.org


—> PONENCIA: “Viejos y nuevos modelos de negocio de la prensa digital”.

María de los Ángeles Cabrera:

Es Profesora Titular de Diseño Digital en la Universidad de Málaga. Se licenció en Ciencias de la Información en la Universidad de Navarra y se doctoró en Málaga con la primera tesis defendida en España sobre el diseño de periódicos en Internet. Trabajó en la cadena COPE como redactora y locutora de informativos, en ABC de Sevilla como redactora e infografista, y en Málaga Televisión como redactora, guionista y jefa de producción de programas especiales. Entre sus publicaciones está el libro La Prensa Online. Los periódicos en la WWW. Dirige el grupo de investigación Labcom que colabora con otras universidades españolas y europeas en la investigación sobre el impacto de Internet en los medios de comunicación. La Asociación de Periodistas Digitales de Latinoamérica (PEDAL) le premió por su ensayo sobre el rol de periodista en la era digital. Actualmente es Vicedecana de Investigación e Innovación en la facultad de Ciencias de la Comunicación de Málaga donde imparte, entre otras, las asignaturas de Diseño y Edición Digital.

—> PONENCIA: “La investigación en el Periodismo Digital”.

Nereida Cea:

Licenciada en Periodismo (1997) y máster en Periodismo Digital. Trabajó en el departamento de Internet del periódico El Mundo. Actualmente desarrolla una tesis doctoral en la Universidad de Navarra sobre la estructura de las empresas de comunicación en Internet. Miembro del Laboratorio de Comunicación de la Universidad de Málaga. Compagina su investigación con la actividad docente como profesora en la Escuela de Negocios Uniactiva.

—> PONENCIA: “Internet dentro de la estructura de medios”.

Juan Varela:

Director de Mediathink Consultores. Editor de Periodistas 21

http://periodistas21.blogspot.com


Licenciado en Ciencias de la Información por la Universidad de Navarra y

Máster en Periodismo por la Universidad Autónoma de Madrid-El País.

Ex profesor asistente de la Facultad de Comunicación de la Universidad de

Navarra.

Ha sido Subdirector de Diario 16 y redactor jefe de El Periódico de Catalunya

y del diario El Sol de Madrid.

Anteriormente fue redactor en El Ideal Gallego (La Coruña), El Correo de

Andalucía (Sevilla), El País y Cinco Días (Madrid).

Director del proyecto de diario olímpico Barcelona 92 de El Periódico de

Catalunya.

Ex asesor de Prensa Regional del Grupo Zeta (España).

Como consultor periodístico ha dirigido y realizado reingenierías y

renovaciones editoriales y organizativas en un centenar de medios de Europa y

Latinoamérica.

—> PONENCIA: “Política 3.0 Periodismo Político y activismo en red”.

José Luis Orihuela :

Doctor en Comunicación Pública (1993), Licenciado en Ciencias de la Información (1990), Máster of Arts en Periodismo (1989) y Miembro del Programa de Graduados Latinoamericanos (1987) de la Facultad de Comunicación de la Universidad de Navarra (Pamplona, España). Graduado en Periodismo por el Colegio Universitario de Periodismo de Córdoba, Argentina (1986). Profesor en la Universidad de Navarra, Subdirector del Laboratorio de Comunicación Multimedia.

http://www.ecuaderno.com


—> PONENCIA: “Weblogs y Periodismo: encuentros y desencuentros”.

Periódicos electrónicos:

Fernando Jáuregui:

Periodista. Ha sido director de Micanoa, Diario Directo y actualmente Ocio Crítico. Fue el primero que lanzó un “confidencial” en Internet. Escribe en diferentes medios, contertulio habitual en radio y TV. Analista político y periodista de amplia trayectoria y experiencia.

—> PONENCIA: “Este es el Periodismo del futuro”.

David Rojo:

Director de Periodista Digital. Ha vivido en Nueva York, Moscú y Pekín, y no siempre en hoteles recomendables. Ha viajado por los cinco continentes y, además de licenciarse en Derecho y en Periodismo, se ha dedicado a casi todo lo imaginable. Trabajó en un ballenero cerca de Vladivostok, cruzó América con un grupo de Ángeles del Infierno e hizo de excavador para un equipo arqueológico en Samarcanda. En la actualidad prepara una tesis doctoral en la cátedra de Derecho Penal de la Universidad Complutense sobre Delitos de Prensa.

—> PONENCIA: “La Primera Víctima”.

Adrián Hiebra:

Coordinador de Redacción de El Otro Diario. Este nuevo medio electrónico se define como: “un proyecto impulsado por gentes de muy diversos ámbitos pero con el objetivo

común de abrir una ventana a la información sin aditivos y al análisis progresista”. Redactor de la revista MegaJuegos entre 1998 y 2000. Subdirector de la revista MegaJuegos entre 2000 y 2001. Subdirector de la revista digital ZonaRed, 2001 y 2002. Vicepresidente de la O.N.G. “10%”, 2001 y 2003. Director de la revista digital MSDOX.com. entre 2002 y 2003. Director del semanal SinDocumentos.com en 2004.

—> PONENCIA: “Evolución y posibilidades del Periodismo Digital”.

Rafael Torres:

Licenciado en Ciencias de la Información por la Universidad Complutense.

Ha sido Redactor y coordinador de un programa en el centro de producción de RTVE en Canarias, Redactor en el diario La Provincia (Las Palmas de Gran Canaria). Redactor en el diario La Nueva España (Oviedo). Corresponsal en Las Palmas y en Alicante de la agencia de noticias OTR Press. Redactor jefe del Diario Información (Alicante).

Actualmente es Director de Contenidos de Recursos en la Red, empresa encargada de las ediciones digitales de los diarios del grupo Editorial Prensa Ibérica.

—> PONENCIA: “Periodismo Digital en la prensa provincial y regional”.

PROGRAMA

Días 1 y 2 de Diciembre de 2004.

Miércoles 1 Diciembre:

10:00 a 17:00 h:

10:00 h: Inauguración Oficial

10:10 h: Javier Castañeda: “Periodismo de Fuente Abierta: el impacto de Internet en el Periodismo clásico”.

10:50 h: Alfred Lammie: ” El papel de la animación en la comunicación digital”.

11:30 h: Ismael Nafría: “Viejos y nuevos modelos de negocio de la prensa digital”.

12:10 h: Alberto Cairo: “Infografía online: éxitos y fracasos”.

12:50 h: Paco Olivares: “Elementos que afectan a la expansión del Periodismo Digital”.

13:00 h: Rafael Torres: ” Periodismo Digital en la prensa provincial y regional”.

13:40 h: Mesa redonda.

17:15 a 19:00 h:

17:15 h: David Rojo: “La Primera Víctima”.

17:55 h: Ismael Hiebra: “Evolución y posibilidades del Periodismo Digital”.

18:40 h: Fernando Jáuregui: :”Este es el Periodismo del futuro”.

19:00 h: Mesa redonda.

Jueves 2 de Diciembre:

10:00 a 14:20 h:

10:00: Nereida Cea: “Internet dentro de la estructura de medios”.

10:40: Mario Tascón: “Formatos de visualización de noticias en Internet”.

11:20: José Luis Orihuela: “Weblogs y Periodismo: encuentros y desencuentros”.

12:00: Juan Varela: “Política 3.0 Periodismo Político y activismo en red”.

12:40: María de los Angeles Cabrera: “La investigación en el Periodismo Digital”.

13:20: Mesa redonda.

14:00: Presentación del portal Casa Asia Virtual (CAV) basado íntegramente en tecnología Open Source, con la creación de una cabecera online (INFOASIA).

14:20: Clausura oficial.

ORGANIZA

Ayuntamiento de Estepona.

Empresa Pública “Promoción y Comunicación Estepona, S.L.”.

LUGAR DE CELEBRACIÓN

Palacio de Congresos y Exposiciones de Estepona, Málaga, España

INSCRIPCIÓN

PRECIO INSCRIPCIÓN:

Estudiantes de la Universidad de Málaga (previa acreditación de su pertenencia a la citada Universidad): 15 € más IVA.


Resto de Asistentes: 75 € más IVA.

SECRETARÍA TÉCNICA

Teléfonos:

(+34) 957-524-523

(+34) 952-801-100

Fax:

(+34) 957-522-225

E-mails:

Ver en:

http://www.agenciacomunicacion.com/periodismodigital


http://www.periodistasdigitales.tk

Otra Información de Utilidad:

Página Oficial de Turismo de Estepona:

http://www.infoestepona.com

Alojamiento y Hoteles en Estepona:

http://www.infoestepona.com/alojamiento/hoteles.shtml

Guía de Estepona (en PDF en archivo comprimido en formato Zip):

http://www.infoestepona.com/Guia_estepona.zip

Especial Ciberperiodismo – Periodismo Digital – Periodismo Electrónico:

http://www.pressnetweb.com/ciberperiodismo

INFORMACIÓN ADICIONAL Y CARTEL

Información acerca de la formalización de Inscripciones, Cartel y Nota de Prensa en versión Html y Word en:

http://www.agenciacomunicacion.com/periodismodigital


http://www.periodistasdigitales.tk

_____________________________________________

Pressnet: Periodistas, Periodismo y

Medios de Comunicación en Internet /

Journalists, Journalism and

Mass Media in Internet

http://www.pressnetweb.com


_____________________________________________

PressAge Agencia de Comunicación

y Gabinete de Prensa /

Communication Agency & Press Cabinet:

http://www.agenciacomunicacion.com


_____________________________________________

Medio Colaborador de Reporteros Sin Fronteras /

Reporters Without Borders Media Partner:

http://www.pressnetweb.com/rsf


http://www.rsf.org/article.php3?id_article=11655


_____________________________________________

Digital journalism Forum

English Translation

Translate in English:

http://translate.google.com/translate?u=http%3A%2F%2Fhttp://www.agenciacomunicacion.com/Periodismo_Digital/periodismo_digital.htm&langpair=es%7Cen&hl=es&ie=UTF-8&oe=UTF-8&prev=%2Flanguage_tools

_____________________________________________







More Diplomados Press Releases

No, no es un cardenal migratorio. ¡Esta es nada menos que la grandiosa Rosa de Venezuela (Brownea grandiceps)!

Posted by Admin | Posted in Educación It | Posted on 25-01-2014

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No, no es un cardenal migratorio. ¡Esta es nada menos que la grandiosa Rosa de Venezuela (Brownea grandiceps)!
educación it

Image by barloventomagico
[Translation: No, it is not a Summer Tanager. This is nothing less than the magnificent Rose of Venezuela (Brownea grandiceps)!]

Sobre la rosa de montaña, y en particular la especie conocida como rosa de Venezuela, he escrito lo siguiente:

La rosa de montaña roja es una especie ilustre, cuyo abolengo se remonta a los tiempos de los cronistas de Indias, algunos de los cuales resaltaban sobre todo sus virtudes terapéuticas, como se comprueba en la cita siguiente tomada del fraile cronista del siglo XVIII llamado Antonio Caulín:

«Así la rosa, como el palo, dado en decocción, tiene virtud abstringente… y por eso lo aplican en disenterías, diarreas, &c. Lo más maravilloso de este Palo es, que aplicado à una cortadura, por profunda que sea, luego estanca la sangre; y separado vuelve à correr como antes corría, y por tanto lo aplican à los fluxos inmódicos de las mugeres, colgado à las caderas. Descubrióse esta virtud el año de veinte, y siete, en que un mozo de Don Juan Meleros se cortó con un hacha un pie, que tenía sobre un trozo de este palo; y al ver, que no echaba sangre, lo retiraron, y corrió en abundancia; volvieronlo à aplicar al trozo, y repentinamente se detuvo: de este suceso se siguió después hacer vários experimentos en copiosos fluxos de narices, y otras partes, y se ha encontrado tener virtud abstringente en sumo grado» (Caulín, 1992 [1779], p. 27-28).

En relación a este uso de la rosa de montaña como coagulante, se ha dicho que «en la región de Barlovento preparan con las flores una bebida o infusión y se la dan a las mujeres que tienen hemorragias después del parto» (Hoyos, 1985, p. 115). Caulín, como clérigo que era, daba también una sutil connotación religiosa al hecho de que, al ser seccionados transversalmente el tronco o las ramas de este árbol, sus vasos presentaran una disposición reminiscente de una cruz, «particularidad de esta especie, común probablemente a todo el género Brownea» (Pittier, 1970 [1926 y 1939], p. 343), incluido el roso blanco, árbol emblemático del Estado Miranda, que como sucede con algunos de sus parientes más connotados, a veces se les da por tal motivo el nombre de palo de cruz, palo cruz o rosa de cruz.

Hay una rosa de montaña muy especial, bautizada por los botánicos como Brownea grandiceps, que fue muy conocida y estimada fuera de nuestro país, en particular en Europa, donde le fue dado nada menos que el nombre de «Flor de Venezuela» o «Rosa de Venezuela» en razón de que «el material que sirvió para la primera descripción científica fue colectado en las montañas colindantes de la ciudad de Caracas por el botánico Bredemeyer. “Nunca he podido ver, sin recogimiento, los vetustos especímenes de dicha planta, que se hallan en las quebradas de Cotiza, por considerarlas como venerables testigos de los esfuerzos iniciales hechos en pro de la conquista de la riquísima flora venezolana”. Muchos de estos arbolitos fueron exportados cuidadosamente a Europa, donde fueron objeto de ornato, “El más hermoso árbol florido de América”, dirá un botánico europeo que visitó Venezuela en 1803» (Hoyos, 1974, p. 68). No extraña, por tanto, que el poeta barloventeño Oscar Rojas Jiménez le haya incorporado a su Canto al trópico americano en una estrofa que dice:

«Vi crecer a la orilla de mis años
tus bosques de la fiebre
y los cien pétalos ardientes
de la rosa de montaña atormentada»

(Rojas, 1954, p. 4)

Bibliografía citada

Caulín, Fray Antonio. 1992 [1779]. «Historia corográfica de la Nueva Andalucía». Academia Nacional de la Historia. Caracas.

Hoyos, Jesús. 1974. «Arboles cultivados de Venezuela». Sociedad de Ciencias Naturales La Salle. Caracas.

Hoyos, Jesús. 1985. «Flora emblemática de Venezuela». Petróleos de Venezuela. Caracas.

Pittier, Henri. 1970 [1926 y 1939]. «Manual de las plantas usuales de Venezuela y su suplemento». Fundación Eugenio Mendoza. Caracas.

Rojas Jiménez, Oscar. 1954. «Canto al trópico americano». Ediciones del Ministerio de Educación. Caracas.

Driving Licences
educación it

Image by brizzle born and bred
History

driving test facts

Mr Bean was the first person to pass the driving test in 1935… fact! But it’s not that Mr Bean, it was Mr J Beene who paid a grand total of 37p (7d / 6p in old money) to take the test.

There were no test centres in 1935 so you had to arrange to meet the examiner somewhere like a post office, train station or town hall.

The test was suspended for the duration of World War Two and didn’t resume until 1 November 1946.

In 1975, candidates no longer had to demonstrate hand signals.

The theory test was introduced in 1996, replacing questions about the Highway Code during the practical test.

Driving was much more hazardous 75 years ago, 7,343 people were killed on Britain’s roads when only 2.4 million vehicles were in operation – in 2008, 2,538 people were killed with 26.5 million vehicles on the road.

Candidates could book their theory test online for the first time in December 2001.

The pass rate in 1935 was 63 per cent compared to 46 per cent in 2009.

1969 saw the first driving test set for an automatic vehicle.

Since 1935 more than 46 million tests have been taken.

See – The Funny Side Of Being A Driving Instructor!

www.squidoo.com/drivinginstructorsvideoshowcase

UK driving licences were introduced by the Motor Car Act 1903 but no test was required.

The Motor Car Act 1903 introduced registration of motor cars and licensing of drivers in the United Kingdom and increased the speed limit.

The act followed the Locomotives on Highways Act 1896 which had increased the speed limit for motorcars to 14 mph from previous 4 mph speed limit in rural area and 2 mph in towns.

There were some who wished to see the speed limit removed altogether.

The influential Automobile Club (soon to become the Royal Automobile Club or RAC) was split on the subject; the chair of the working group on the bill was Lord Montagu (MP) who took a moderate line supporting speed limits, but was opposed on this by the chairman of the organisation Roger Wallace who were ‘strongly against any speed limit’ and described Montagu as a ‘traitor’. The secretary of the club publicly proposed a ‘compromise’ of 25 mph without authorisation. Parliametary debates were described as ‘bitter’.

A test for disabled drivers was introduced by the Road Traffic Act 1930.

Legislation for compulsory testing was introduced for all new drivers with the Road Traffic Act 1934. The test was initially voluntary to avoid a rush of candidates until 1 June 1935 when all people who had started to drive on or after 1 April 1934 needed to have passed the test.

Testing was suspended during World War II.

Testing was suspended again during the Suez Crisis in 1956 to allow examiners help to administer petrol rations.

The Roads Act 1920 was Act of the Parliament of the United Kingdom which established the Road Fund, introduced tax disks.

The driving theory test was introduced in July 1996 as a written examination which was updated to a computer based test in 2000.

The hazard perception test was introduced in November 2002.

Driving licenses go by several different names, used both colloquially and formally. Driver’s licence is used in Canada; driving license and driver license are used in the United States.

The form driver licence is found in New Zealand and Australia (being introduced). Conversely almost all Australians refer to it as a driver’s licence. Driving licence is used in India, the United Kingdom, the Republic of Ireland, Malta, in European Union official usage, and in former British colonies such as Hong Kong, Pakistan and Singapore.

The first driver’s license of sorts was issued to the inventor of the modern automobile, Karl Benz, in 1888. Because the noise and smell of his Motorwagen resulted in complaints by the citizens of Mannheim, Benz requested and received written permission by the Grand Ducal authorities to operate his car on public roads.

Up until the start of the 20th century, European authorities issued driver’s licences similarly ad hoc, if at all. The first locality to require a mandatory driving licence and testing was Prussia, on 29 September 1903. The Dampfkesselüberwachungsverein ("steam boiler supervision association") was charged with conducting the tests, which were mainly concerned with the drivers’ mechanical aptitude.

In 1910, the German imperial government mandated the licensing of drivers on a national scale, establishing a system of tests and driver’s education requirements that would serve as a model for the licensing laws of other countries.

As automobile-related fatalities soared in North America, public outcry provoked legislators to begin studying the French and German statutes as models. On August 1, 1910, North America’s first driver’s licensing law went into effect in the U.S. state of New York, though it initially applied only to professional chauffeurs. In July 1913, the state of New Jersey became the first to require all drivers to pass a mandatory examination before receiving a license.

Because a large number of countries, including Australia, New Zealand, Canada, the United Kingdom and the United States have no national identification cards and because of the widespread use of cars, driving licenses are often used as a de facto standard form of identification.

Many European countries, New Zealand and Canada require drivers to produce their license on demand when driving. In such countries, the driver must always carry their license on them when driving. In the United Kingdom, it is not necessary for drivers to carry their driving licence while driving. However, if stopped, a driver may be required to produce their licence at a nominated police station within seven days. The police issue a form for this purpose, colloquially known as the "seven-day wonder" or a "producer".

Some European countries require adults to carry identification at all times. A driving licence is not necessarily valid as identification in every European country.

In the People’s Republic of China (mainland), Hong Kong, Dominican Republic and Venezuela, the driving license number is the same as the citizen’s ID number.

A driving licence in Hong Kong carries the same number as the holder’s ID card, but has no photograph. Upon inspection both must be presented. Plans to make the newly phased in Smart ID contain driving licence information have been shelved.

Similarly, Saudi Arabia requires all drivers to carry an ID card in addition to a license and present them whenever requested. Using a driving licence instead is only permitted if the request is made for on-site inspection/identification purposes, especially at checkpoints. Expatriates may be requested to present their visas as well.

Egypt

Citizens of all Egyptian governorates are entitled to a driving license once they have reached the age of 18. To obtain their licenses, applicants must pass only one test.

Until a few years ago,when? Egypt was known for having the easiest driving test in the world. In order to pass, all a person had to do was drive six meters forward and then reverse six meters. However, the test has recently been updated to make it more difficult, now the applicant has to answer 8 out of 10 correct answers in a computer test, then pass a forward & reverse S-track test.

Morocco

The legal driving age of Moroccan Citizens is 18.

South Africa

The minimum driving age in South Africa is 18, except for small motorcycles which may be driven from the age of 16. To obtain a licence, applicants must pass a written or computer-based test to obtain a learner’s licence, and then pass a road test to obtain the driving licence.

Europe

The European Union has adopted a common format for Driving Licences, and a common set of Driving Licence categories. They were introduced to replace the 110 different plastic and paper driving licences. The common format with the same information in the same place on all licences allows the Driving Licence to be understood, even if it is in a different language. See: European driving licence.

Romania

The minimum age for obtaining a driver’s licence in Romania is 16 for A1, 18 for A, B, BE, Tr, C, CE and 21 for D, DE, Tb, Tv, D1 and D1E. In order to obtain a driving license, a person must follow a driving school with a duration depending on the desired category and pass a theory and road exam.

Canada

The age to obtain a driver’s licence in Canada varies by Province, as do the necessary procedures. The minimum age for obtaining a drivers’ licence to drive solo in most provinces is 16. The territories vary.

United States

The eligible age varies substantially by state, but by nationally by age 16 one can obtain a license after passing the requisite tests. Since the driver’s license is a commonplace document that carries much of the necessary information need for identification, it has become the primary method of identification in the United States.

Mexico

A driver is allowed a driver’s permit at the age of 14, until they receive a driving license at the age of 15, they are not allowed to drive alone

Jamaica

A citizen may obtain a learner’s permit once he or she is age 17. A learner will get their driving license upon being proven competent, only through the results of both a written and practical test. This license expires on the holder’s fifth birthday after the date of issue.

Costa Rica

Every vehicle driver must carry a driving license (Licencia de Conducir), which is issued by a special education department (Dirección General Educación Vial) of the ministry of transportation and public infrastructure (Ministerio de Obras Públicas y Transporte).

For this license to be granted there are three needed tests, practical driving (includes driving a car in simulated streets), theoretical driving (a multiple selection written test based on booklet issued by the education department or after taking a special course), and finally a medical test performed by a medical practitioner that tests eyesight, blood pressure and attests the presence of other diseases and behavior of the driver.

Every citizen can solicit a driving license at age 18, after being issued the first time, the license must be renewed after two years, and every successive occasion after five years.

Besides this document the driver must carry the national identity card (Cédula de Identidad), however both documents use the same identification number, the national identity card being the basis of the driving license number.

Pakistan

Pakistani driver’s license issued by Lahore District Police.The minimum age for eligibility for learner’s permit is 18 years de facto; as the driver’s information is saved against the Computerized National ID Card number which is issued at the age of 18. The License Issuing Authorities vary to each district and work under the relative District Police.

To obtain a driver’s license one must register for the learner’s permit at his/her local District Police’s designated license offices and after 42 days can apply for test for a regular full license. The test comprises of a theory based test followed by a short practical test. Only the one’s who pass the theory test are allowed to take the practical test. The whole test stage is a single day process where both the tests are to be taken the same day.

Australia

The minimum driving age varies between 16 to 18 years of age in different States and Territories. After the minimum age, a graduated licensing scheme operates, with State variations. Queensland implemented new laws after July 2007. Queensland follows a graduate licensing system, which runs like this: At 16 Years – learners permit (after passing theory test), Black and Yellow L plates must be displayed and 100 hours of on road driving must be logged including 10 hours of night driving.

At 17 Years a Q-Safe practical driving test may be taken if the license has been held for at least a year and the 100 logged hours are confirmed. If passed, the driver is issued with a P1 license. Red and white P plates must be displayed. Restrictions include a B.A.C of 0.00, no mobile phones while driving (including hands-free), no more than 1 passenger between 11pm – 5am (direct family members excepted) and no high powered cars, e.g. Turbo or 8 and 12 cylinder engines. At 18 Years a hazard perception test is taken. The driver then obtains a P2 License, which places restrictions similar to a P1, except that hands free phones may be used and no special restrictions are placed on the number of passengers allowed. At 20 Years the driver obtains an open license which has a maximum B.A.C of 0.05.

New Zealand

The minimum age to obtain a Learner Licence is 15 in New Zealand.

Day-camp kids entering the park
educación it

Image by Ed Yourdon
Note: this photo was published in a May 20, 2010 blog titled "Algunas recomendaciones para los cursos de verano." It was also published in a May 15, 2011 NYCppl.com blog titled "Happiness through yoga," as well as an undated (mid-May 2011) blog titled "Educación vial para niños (2): caminando por la calle."

***********************************

These pictures were taken on two successive days when I had doctor appointments on the Upper East Side of NYC, and had the chance to walk along Fifth Avenue, and then through Central Park in order to return to my apartment on the Upper West Side, at Broadway & 96th

I had now reached the west side of the inner roadway that circumnavigates Central Park, and was heading north toward the exit on 96th Street. This was almost at the 96th Street exit, where I planned to leave the park; indeed, you can see parts of a church on the far (west) side of Central Park West), as well as parts of a truck and traffic sign.

I was intrigued by this group of young children, who were entering the park under the watchful eye of a teacher or camp counselor. It appears that the kids were all wearing fluoresent vests of some kind, perhaps to make their presence more visible to passing cars. Note also how several of them are holding onto a rope, to keep themselves together…

Micro-Donations Help E. San Jose Low-Income School Implement Kidpower Bullying Prevention Programs

Posted by Admin | Posted in Escuelas | Posted on 21-01-2014

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San Jose, CA (PRWEB) February 28, 2013

Kidpower, a nonprofit leader in child safety and self-protection skills education, and Escuela Popular, an East San Jose school serving low-income kids, announce the launch of a micro-donations fundraiser to help bring Kidpowers bullying prevention and healthy relationship skills training to the entire school community – the kids, teachers and parents.

The elementary school students created a video to promote their efforts to stop bullying and make Escuela Popular a fun, safe place to learn. Bullying is 2-3 times more likely to occur at school than on the way to and from school, according to the US Secret Service and Department of Educations Threat Assessment in Schools.

At Escuela Popular we educate to transform lives. And that means that we need to provide (students) with all the tools necessary to combat bullying and violence at school, home and in their communities, says Acting principal of Escuela Popular Dual Language Academy, Daisy Barocio, in the video. We want to ensure that we are able to provide a space where they can learn and learning cannot happen if they feel it’s not safe.

The kids video and fundraiser are hosted on the Kidpower.org website at http://www.kidpower.org/escuela-popular-fundraiser/ where people can donate $ 1, $ 5, or more, to help the students and the school community combat bullying, abuse and other violence. Donations will be doubled by a $ 5000 challenge grant from the Frieda Fox Family Foundation, which will enable the school to adopt Kidpowers people safety curriculum into the school and community culture to benefit thousands of students and families over the next five years and beyond.

Kidpower recently received the all-or-nothing challenge grant, which inspired the micro-donations campaign to benefit Escuela Popular, says Erika Leonard, Kidpowers California Services Program Manager. Our challenge is to raise the matching $ 5,000 using social media and web-based tools, including our website and online donations, to help generate new donations to support services for children from low income families in the San Jose area. Kidpower is partnering with Escuela Popular to bring training to their entire school community

Universidades del mundo abren más oferta ‘online’

Posted by Admin | Posted in Educación Superior En Colombia | Posted on 15-01-2014

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Universidades del mundo abren más oferta ‘online’

Lea sobre Universidades Del Mundo Abren Más Oferta ‘online’, en relación con Educacion Superior En Colombia

EDUCACION SUPERIOR EN COLOMBIA, Cita textual de Universidades del mundo abren más oferta ‘online’ enfocada en la sección de educacion superior en colombia para apreciación de nuestros amigos.


A escala mundial, las universidades de Estados Unidos, Gran Bretaña, España, Francia… se unen a esta forma de enseñanza. Los alumnos escogen las materias, los profesores y los horarios a los que desean asistir a través de la web. De acuerdo con datos del Programa de Educación Abierta de la Comisión Europea, en este continente se contabilizan 277 MOOC, de los cuales 83 son españoles, 55 están en Reino Unido y 53 en Alemania. Las clases relacionadas con la Ciencia y Tecnología son los que más peso tienen a la hora de recibir estudiantes, seguida de las de Humanidades y Ciencias Naturales.

Este contenido ha sido publicado originalmente por Diario EL COMERCIO en la siguiente dirección: http://www.elcomercio.com/sociedad/educacion-online-cursos-internet-universidades-tecnologia_0_1066693321.html

Alianza Superior |

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COMENTARIOS SOBRE UNIVERSIDADES DEL MUNDO ABREN MáS OFERTA ‘ONLINE’

Universidades del mundo abren más oferta ‘online’

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educaya.com no posee ningún contrato o vínculo con Universidades Del Mundo Abren Más Oferta ‘online’ ni las empresas, personas o instituciones que redactan y publican el artículo aquí referenciado. Si desea visitar el sitio de origen de Universidades Del Mundo Abren Más Oferta ‘online’ por favor ingrese a los enlaces de referencia que están arriba en el artículo con Educacion superior en colombia.

Overlearning psychology

Posted by Admin | Posted in Pedagogía | Posted on 09-01-2014

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Overlearning psychology is basically a pedagogical concept according to which newly acquired skills should be practiced well beyond the point of initial mastery, leading to automaticity. Overlearning psychology basically needs learning in which practice or repetition continues beyond the point required for adequate mastery of the task. Overlearning helps to keep things in our mind forever what we have learned. Overlearning psychology is when you’ve learned something so profoundly that you can’t set it aside easily. Overlearning psychology is described as to continue to study or practice after attaining proficiency.

Overlearning psychology which practice proceeds beyond the point where the act can just be performed with the required degree of excellence. It is continues process of learning beyond the level of skill needed. The practice of Overlearning psychology is now a day’s used by many schools that emphasize continued practice of mastered materials, and also by many students.

Advantages of overlearning psychology:

Engrams (Memory Traces)
Memory Trace
Brain-Width (Broadband)
Spacing of Repetition
Making it Easy
Cyborg
Memory
Accelerate Your Progress
Helps in the value of increasing student input to learning opportunity design issues was explored.

Overlearning psychology is basically a long-term memory and permanent knowledge. Now a days in schools and colleges the academic focus not only teaching the current material which is not taught, but also moving back to the taught material and revising it over and over again so it will retained in the minds of students.

Overlearning helps the students to keep their knowledge forever. Overlearning is very effective way of learning things. Overlearning psychology not only helps to learn things but also helps to understand the things. Overlearning psychology is a practice of things again and again. Retention is longer after overlearning compared with retention after practice only to the point of performance meeting the specified criterion.